Learn - Teach - Mentor
For nurses who love to teach (and students who love to learn)!
Nurses are teachers by nature - we teach our patients, clients, friends, and strangers how to best take care of their health. It is said that the heart of nursing is teaching. Nurses take teaching to heart and do the very best to ensure the sometimes complex nature of patient care plans are understood by patients.
Nurses also love to learn - and what better skill to learn than how to be the best teacher you can be? After all, giving back some of the knowledge and wisdom we've accumulated over our years of practice in nursing is a true, heartfelt gift we can offer to the up and coming generation of nurses. Are you up to the challenge?
There is an art to teaching. It doesn't always come naturally. In fact, for some it can be a challenge. We can become resistant to orienting or mentoring new nurses and nursing students. If we don't have a plan, taking on the extra responsibility can become burdensome.
Would you like to know how to conserve your energy when orienting new nurses? How about getting an insider scoop on how to manage being a preceptor to student nurses (while keeping up with your patient load)? Learning how you can set the stage for self-directed learning will benefit your mentee AND save you time and energy for your patients (and yourself!).
Nurses to Teachers has tips and resources to help YOU be a teacher, mentor, and yes! even a better learner! Over 250 nurses have learned skills for mentoring, learning, and teaching.
Nurses are teachers by nature - we teach our patients, clients, friends, and strangers how to best take care of their health. It is said that the heart of nursing is teaching. Nurses take teaching to heart and do the very best to ensure the sometimes complex nature of patient care plans are understood by patients.
Nurses also love to learn - and what better skill to learn than how to be the best teacher you can be? After all, giving back some of the knowledge and wisdom we've accumulated over our years of practice in nursing is a true, heartfelt gift we can offer to the up and coming generation of nurses. Are you up to the challenge?
There is an art to teaching. It doesn't always come naturally. In fact, for some it can be a challenge. We can become resistant to orienting or mentoring new nurses and nursing students. If we don't have a plan, taking on the extra responsibility can become burdensome.
Would you like to know how to conserve your energy when orienting new nurses? How about getting an insider scoop on how to manage being a preceptor to student nurses (while keeping up with your patient load)? Learning how you can set the stage for self-directed learning will benefit your mentee AND save you time and energy for your patients (and yourself!).
Nurses to Teachers has tips and resources to help YOU be a teacher, mentor, and yes! even a better learner! Over 250 nurses have learned skills for mentoring, learning, and teaching.
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"The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires." - William Arthur Ward
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Would YOU like to be a better teacher (or a more effective learner)?
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Tips for Learning
There are many theories about how we learn and therefore a variety of ways in which to effectively teach. One theory that stands in the forefront is David Kolb's Experiential Learning: Experiences as the Source of Learning and Development, (1984). There are a wealth of resources on the web both pro and con about this theory and others.
Neuroscience and neurobiology are ever expanding fields. New research findings provide insight into the form and function of our amazing brain. What follows is an oversimplification and blend of learning theories; yet it will lend context to our discussion of learning and teaching.
Learning is a process that physically changes our brains! Through repetition, pathways are created in our gray matter leading to recall and the ability to build new thinking about our world and our experience of it. Learners begin with a concrete experience; next they observe and reflect on the experience; then abstract concepts are formed in their minds about the experience. Lastly, learners test the experience in new situations and create a new concrete experience which begins the cycle again.
As individuals are introduced to various opportunities where learning takes place, they tend to settle into one of these areas as their comfort zone for learning. These comfort zones may be categorized as “learning styles”. Newer research points to advantages found when moving people out of their comfort zones in order to enhance the learning process (Hattie, John, 2009). Even more reason to delve into this interesting topic!
You will benefit by learning about the variety of ways that people learn! As you review this information, think about your own style of learning and how others' may differ from you. This will also serve to activate your attention and observation skills as you go through your work day. You will start recognizing similarities and differences in others' learning styles. Start reflecting on how you might overcome challenges in teaching those whose style is different from yours.
There are many theories about how we learn and therefore a variety of ways in which to effectively teach. One theory that stands in the forefront is David Kolb's Experiential Learning: Experiences as the Source of Learning and Development, (1984). There are a wealth of resources on the web both pro and con about this theory and others.
Neuroscience and neurobiology are ever expanding fields. New research findings provide insight into the form and function of our amazing brain. What follows is an oversimplification and blend of learning theories; yet it will lend context to our discussion of learning and teaching.
Learning is a process that physically changes our brains! Through repetition, pathways are created in our gray matter leading to recall and the ability to build new thinking about our world and our experience of it. Learners begin with a concrete experience; next they observe and reflect on the experience; then abstract concepts are formed in their minds about the experience. Lastly, learners test the experience in new situations and create a new concrete experience which begins the cycle again.
As individuals are introduced to various opportunities where learning takes place, they tend to settle into one of these areas as their comfort zone for learning. These comfort zones may be categorized as “learning styles”. Newer research points to advantages found when moving people out of their comfort zones in order to enhance the learning process (Hattie, John, 2009). Even more reason to delve into this interesting topic!
You will benefit by learning about the variety of ways that people learn! As you review this information, think about your own style of learning and how others' may differ from you. This will also serve to activate your attention and observation skills as you go through your work day. You will start recognizing similarities and differences in others' learning styles. Start reflecting on how you might overcome challenges in teaching those whose style is different from yours.
Reflective Learners
- Prefer to watch rather than do
- Prefer to gather information and use thinking to solve problems
- For example, this learner may prefer to study procedures and observe a few times before participating in new skills
- May need encouragement to move along the continuum into active learning (AKA Test in New Situation)
- Like to receive personal feedback
Logical Learners
- Think things through in logical steps
- Prefer facts and objectivity
- Like concise directions; are able to take facts in and construct a rational approach
- May seem aloof and lack emotional involvement
- Tend to be less focused on people and more interested in ideas and abstract concepts
- May need time to think things through before taking action
Planning Learners
- Like to seek out and try out new ideas
- Can be practical; enjoy problem solving and make decisions quickly
- May become bored with long discussions; want you to get to the point
- Like to experiment with new ideas, to simulate, and to work with practical applications
- May need to remind them to check with you first before moving into new learning territory
Active Learners
- Are sociable, extroverted, expressive, seek challenge, and immediate experience
- Open-minded, prefer intuition over logic
- Attracted to new challenges and experiences
- Tend to rely on others for information rather than carry out their own analysis
- Prefer to work in teams to complete tasks
- Set targets and actively work in their field trying different ways to achieve an objective
A Variety of Styles!
The labels are not meant to box people in to a particular style of learning. Each person draws on their own unique attributes as a learner. In addition, learners may draw from a variety of methods and thought processes as they progress in knowledge, skills, and abilities. Here are a few tips, from a nursing perspective, on teaching.
- Some learners will prefer to watch while learning
May need encouragement and to feel safe in order to progress in applying their learning - Others may be more focused on thinking or doing
May need reminders to ask for supervision before attempting new skills
More Perspectives to Consider
Right brain vs left brain thinking relates to the right and left hemispheres of the brain. Teachers can help students use the whole brain in their learning once they recognize the differences and apply techniques to engage both sides. Switching from one hemisphere to the other gives teachers and learners perspective and gives flexibility in learning/teaching.
Right brain vs left brain thinking relates to the right and left hemispheres of the brain. Teachers can help students use the whole brain in their learning once they recognize the differences and apply techniques to engage both sides. Switching from one hemisphere to the other gives teachers and learners perspective and gives flexibility in learning/teaching.
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Left Brain
Logical Sequential Rational Analytical Objective Looks at parts |
Right Brain
Random Intuitive Holistic Synthesizing Subjective Looks at wholes |
To enhance learning, stimulate many areas of the brain simultaneously! For example, provide opportunities for observation, allow time for the learner to reflect and form general concepts about their experience, engage the learner in hands-on learning, and remember that motivation & emotion influence learning. Reinforce intrinsic and extrinsic rewards for performance. Help them appreciate the value in a job well done. By providing a variety of learning experiences (visual, auditory, kinetic), neurons will be firing in all the lobes of the brain - thus whole brain learning. Employ these techniques, and watch your students (or you!) soar to success!
Tips for New Teachers
So, you've decided you want to teach! Good for you - the world of nursing needs your expertise and enthusiasm for sharing what you know.
No doubt you are an excellent role model of professionalism and best practice. You have developed your clinical skills and mastered critical thinking and now others look to you for guidance. This did not happen overnight!
Now, your focus can shift toward developing expertise in teaching others how to enrich their skills and knowledge leading to best practices in the clinical setting.
Who Were Your Mentors and Teachers?
Think about who your mentors and preceptors were and identify the qualities they displayed that were helpful to you. Make a list of those qualities for future reference.
Here are a few example qualities to get started:
So, you've decided you want to teach! Good for you - the world of nursing needs your expertise and enthusiasm for sharing what you know.
No doubt you are an excellent role model of professionalism and best practice. You have developed your clinical skills and mastered critical thinking and now others look to you for guidance. This did not happen overnight!
Now, your focus can shift toward developing expertise in teaching others how to enrich their skills and knowledge leading to best practices in the clinical setting.
Who Were Your Mentors and Teachers?
Think about who your mentors and preceptors were and identify the qualities they displayed that were helpful to you. Make a list of those qualities for future reference.
Here are a few example qualities to get started:
Take a moment to reflect on the attitudes, knowledge, and skills that you would like to develop. Write down at least 3 action steps you can take to integrate new qualities into your repertoire.
Good job! You are on your way to becoming an amazing teacher!
By focusing your attention on these qualities, you will begin to have experiences that provide opportunities to develop them further. With each experience on the job (or off!), start visualizing what it would be like to explain or demonstrate your assessment, prioritization, and organization skills to a new nurse in ways that would be meaningful to a beginner. Think about what it was like when you first started your nursing career.
Competence Ladder
Because you have been doing what you do (and doing it well!) for a while, you have developed competence. In fact, you may even be unaware, or unconscious of why you know what you know!
Not that you would ever perform your job unconsciously, but you have developed what experts in learning call unconscious competence. Your student (or protege, mentee, orientee) needs to have your guidance, coaching, and understanding while they learn. They also need patience while they climb the competence ladder.
Good job! You are on your way to becoming an amazing teacher!
By focusing your attention on these qualities, you will begin to have experiences that provide opportunities to develop them further. With each experience on the job (or off!), start visualizing what it would be like to explain or demonstrate your assessment, prioritization, and organization skills to a new nurse in ways that would be meaningful to a beginner. Think about what it was like when you first started your nursing career.
Competence Ladder
Because you have been doing what you do (and doing it well!) for a while, you have developed competence. In fact, you may even be unaware, or unconscious of why you know what you know!
Not that you would ever perform your job unconsciously, but you have developed what experts in learning call unconscious competence. Your student (or protege, mentee, orientee) needs to have your guidance, coaching, and understanding while they learn. They also need patience while they climb the competence ladder.
Learning new skills and knowledge in a new environment is a challenge. Learners gradually progress in awareness of what they do and do not know. In the beginning stages, new nurses have a great deal of textbook knowledge and a little understanding of the application of that knowledge in a live-setting. They may not be aware of what they do not know. In this case, they need your close supervision and direction until they gain the experience necessary to be aware that they don't know all they need to! What really assists the new nurse is referral to available resources and helping them appreciate the value of inquiry. Adult learners appreciate the opportunity to discover solutions on their own and use their abilities to test their understanding in a safe environment.
Critical thinking involves asking questions and drawing information from a variety of sources before making a conclusion. Teaching critical thinking involves both skill and expertise, knowing when to intervene or step back. It helps learners when you think out loud and say the steps in your process. Over time, they will come to understand how you think, gain conscious competence ('hey, I do know a few things!') and begin to adopt the attributes of a critical thinker!
Apply the Nursing Process to Teaching!
ASSESS the learner's needs
PLAN learning activities
DIAGNOSE or DEVELOP learning goals (make them SMART!)
IMPLEMENT the plan
EVALUATE progress
Ah! Here is something we can relate to! Yes, just like developing a plan of care for your patient, you can help your student or mentee by creating a learning plan. This helps keep both of you motivated for success. When success happens, be sure to celebrate the milestones and accomplishments!
Get your student actively involved in determining goals for their learning. Goals are best when they are SMART! Specific, Measurable, Achievable, Realistic, and Time-Constrained ("Begin with the end in mind!", Stephen Covey).
Adult learning principles include things like self-determination, safe learning environments, and taking one thing at a time. Get them involved in their own learning. Have the learner develop the plan with your expert guidance.
Be sure to provide them with reassurance - there are many stories (and facts!) about new nurses leaving the profession due to hostile work environments. Teach with heart and compassion! Focus on a single task, building up to multiple tasks. E.g. assess; assess & chart; assess, chart and treatments…and so on.
Now you have a little start toward developing skills, knowledge and ability to teach! Give it a try and let me know how things work out! I hope to hear from you soon.
Critical thinking involves asking questions and drawing information from a variety of sources before making a conclusion. Teaching critical thinking involves both skill and expertise, knowing when to intervene or step back. It helps learners when you think out loud and say the steps in your process. Over time, they will come to understand how you think, gain conscious competence ('hey, I do know a few things!') and begin to adopt the attributes of a critical thinker!
Apply the Nursing Process to Teaching!
ASSESS the learner's needs
PLAN learning activities
DIAGNOSE or DEVELOP learning goals (make them SMART!)
IMPLEMENT the plan
EVALUATE progress
Ah! Here is something we can relate to! Yes, just like developing a plan of care for your patient, you can help your student or mentee by creating a learning plan. This helps keep both of you motivated for success. When success happens, be sure to celebrate the milestones and accomplishments!
Get your student actively involved in determining goals for their learning. Goals are best when they are SMART! Specific, Measurable, Achievable, Realistic, and Time-Constrained ("Begin with the end in mind!", Stephen Covey).
Adult learning principles include things like self-determination, safe learning environments, and taking one thing at a time. Get them involved in their own learning. Have the learner develop the plan with your expert guidance.
Be sure to provide them with reassurance - there are many stories (and facts!) about new nurses leaving the profession due to hostile work environments. Teach with heart and compassion! Focus on a single task, building up to multiple tasks. E.g. assess; assess & chart; assess, chart and treatments…and so on.
Now you have a little start toward developing skills, knowledge and ability to teach! Give it a try and let me know how things work out! I hope to hear from you soon.
So, You'd Like to Teach!
Great! The profession of nursing has been waiting for you!
The first item on your list is getting familiar with learning styles. There are several different theories, so you will need to discover for yourself which one makes the most sense to you and fits your audience. Here are resources to get you started.
Try these for now, but plan to spend time checking out other sites that offer insight into learning styles. As you learn more about yourself, you will be able to see areas of similarity and differences with others - both will make you a much better teacher!
Further, it is likely as you begin teaching, you will favor a teaching style similar to your own learning style. With time, experience and a more self-awareness (via the assessments), you will grow more versatile in your capabilities as a teacher!
How to be an Inspiring Teacher & Motivating Mentor!
Would you like to become an exceptional teacher; a teacher who brings students up to their next level of expertise without exhausting your energy?
For the past 12 years, I’ve been on both sides of the nursing education spectrum. I’ve taught students before they entered their profession and after they were hired to work in healthcare organizations.
During this time, the project I was most proud of was a Mentor Program that helped change the attitude of an entire nursing staff toward students. I taught the Mentor Workshop to over 265 staff members.
Here's what a few of the workshop participants had to say:
Bringing Back The Mentor Workshop
Looking back over these comments reminds me of how much joy and excitement I had teaching nurses how to teach and mentor…
…so much so that I’ve decided to move my creative energy forward and reach out to nurses who love to teach.
I am redesigning the Mentor Workshop as an online course to deliver innovative ideas, results-oriented outcomes for you!
I love to create exceptional outcomes for my students. You can too!
While I package up a course of creative, results-oriented content, you are invited to look over my shoulder and try a sample.
I’ll be creating something every week that you’ll be able to use to grow your skill-set and become an exceptional teacher.
Click over to CONTACT and let me know you're interested.
I can’t wait to hear what you think!
Great! The profession of nursing has been waiting for you!
The first item on your list is getting familiar with learning styles. There are several different theories, so you will need to discover for yourself which one makes the most sense to you and fits your audience. Here are resources to get you started.
- FREE VAK Learning Style Assessment
- Multiple Intelligence Theory Assessment
- Free Personality Test
- Personality Test: MBTI
Try these for now, but plan to spend time checking out other sites that offer insight into learning styles. As you learn more about yourself, you will be able to see areas of similarity and differences with others - both will make you a much better teacher!
Further, it is likely as you begin teaching, you will favor a teaching style similar to your own learning style. With time, experience and a more self-awareness (via the assessments), you will grow more versatile in your capabilities as a teacher!
How to be an Inspiring Teacher & Motivating Mentor!
Would you like to become an exceptional teacher; a teacher who brings students up to their next level of expertise without exhausting your energy?
For the past 12 years, I’ve been on both sides of the nursing education spectrum. I’ve taught students before they entered their profession and after they were hired to work in healthcare organizations.
During this time, the project I was most proud of was a Mentor Program that helped change the attitude of an entire nursing staff toward students. I taught the Mentor Workshop to over 265 staff members.
Here's what a few of the workshop participants had to say:
- Excellent presentation! So much good information!
- This also helps me in my private life on communication skills!
- Well organized with loads of helpful tips!
- It was a great class! I learned how to teach others and also identify their needs and styles. I most importantly learned my own Learning Styles.
- Really feel I have some tools to work with now.
- This workshop was fabulous! I feel like I learned some awesome tools to make me into an exceptional mentor! Thank you!
- Great job Beth. Thank you for the motivation to teach.
- I also feel like I could use this stuff with my everyday life.
- I feel more capable of communicating with a preceptee or extern and look forward to putting the tools I learned into practice.
- Great workbook. I feel motivated!
- I have more confidence in being able to mentor and now have a plan, which I didn’t have before.
- Excellent training and preparation for mentoring!
Bringing Back The Mentor Workshop
Looking back over these comments reminds me of how much joy and excitement I had teaching nurses how to teach and mentor…
…so much so that I’ve decided to move my creative energy forward and reach out to nurses who love to teach.
I am redesigning the Mentor Workshop as an online course to deliver innovative ideas, results-oriented outcomes for you!
I love to create exceptional outcomes for my students. You can too!
While I package up a course of creative, results-oriented content, you are invited to look over my shoulder and try a sample.
I’ll be creating something every week that you’ll be able to use to grow your skill-set and become an exceptional teacher.
Click over to CONTACT and let me know you're interested.
I can’t wait to hear what you think!
